College of Communications

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1 Radio-TV-Film College of Communications INTRODUCTION Mission: The Department of Radio-TV-Film at California State University, Fullerton (CSUF), offers a comprehensive curriculum and active learning environment to prepare students for meaningful and rewarding careers in film and telecommunication broadcast, cable, satellite, wireless, digital and interactive media. Curriculum: A variety of courses in critical studies, production and writing cover many aspects of the electronic media and cinema. People: Professionally engaged faculty and staff challenge students to expand their knowledge and skills through intellectual inquiry and creative projects, encouraging them to become critical lifelong learners and ethical media content creators. Location: RTVF is one of three departments in the College of Communications providing access to the vibrant and media-rich Orange County and Los Angeles Basin. PROGRAM GOALS A student who earns the bachelor s degree in Radio-TV-Film: Knows the foundational history of the film and electronic media industry and how that history shapes the industry s present and future Understands the structure and function of film and electronic media in society Applies fundamental production concepts to aural and visual productions Demonstrates fundamental story concepts and writing proficiency Contributes ethically to the media industry DEPARTMENT CHAIR Edward Fink DEPARTMENT OFFICE College Park DEPARTMENT WEBSITE PROGRAMS OFFERED Bachelor of Arts in Radio-TV-Film Minor in Radio-TV-Film FACULTY Robert Davis, Riccardo de los Rios, Bob Engels, Edward Fink, Jacqueline Frost, Shelley Jenkins, Tim Maloney, Gloria Monti, Heather Osborne-Thompson, Philippe Perebinossoff, Jule Selbo, Larry Ward Consumes film and electronic media critically Creates at least one project or portfolio piece, such as a script, production or thesis Experiences a meaningful internship with exposure to the real workings of the radio, television and/or film industry BACHELOR OF ARTS IN RADIO-TV-FILM The Bachelor of Arts degree in Radio-TV-Film requires a minimum of 120 units, including courses for the major, General Education (G.E.), all university requirements and free electives. The 48-unit major includes three required core courses in RTVF, one RTVF production course, eight elective courses in RTVF, and four collateral courses, either within RTVF or approved courses in other departments. Required Core Courses (9 units) RTVF 100 Introduction to Radio-TV-Film (3) RTVF 350 Story Structure (3)* RTVF 495 Internship in RTVF (3) 548 RADIO-TV-FILM

2 RTVF Production Course (3 units) RTVF 220 TV Studio Production (3) OR RTVF 225 Field Video Production (3) RTVF Electives (24 units minimum) RTVF 210 Introduction to Audio Production (3) RTVF 220 TV Studio Production (3) RTVF 225 Field Video Production (3) RTVF 250 Writing Short Scripts (3) RTVF 271 American Film 1: Beginnings-1945 (3) RTVF 272 American Film 2: 1945-Present (3) RTVF 300 Language of Film (3) RTVF 310 Advanced Audio Production (3) RTVF 315 Live Radio Production (3) RTVF 330 Film Production 1 (3) RTVF 351 TV Scriptwriting: Sitcom (3) RTVF 352 TV Scriptwriting: Drama (3) RTVF 360 Radio and TV Programming (3) RTVF 361 American TV (3) RTVF 365 Children s TV (3) RTVF 370 World Cinema (3) RTVF 371 Contemporary American Film (3) RTVF 375 Documentary Film and TV (3) RTVF 381 Regulation and Censorship (3) RTVF 385 Radio Station Operations (3) RTVF 410 Sound Design for Film-TV (3) RTVF 425 Advanced Video Production (3) RTVF 427 Documentary Production (3) RTVF 430 Film Production 2 (3) RTVF 431 Cinematography (3) RTVF 434 Digital Effects for Film-TV (3) RTVF 435 Directing Film and TV (3) RTVF 455 Screenwriting (3) RTVF 456 Rewriting the Screenplay (3) RTVF 472 Contemporary Asian Cinema (3) RTVF 480 Management in RTVF (3) RTVF 495 Internship in Radio-TV-Film (3) Additional electives may be added after this catalog is printed. Please check with the department office. * Meets upper-division writing requirement for Radio-TV-Film majors. Collateral Electives (12 units) Collateral electives may be chosen from RTVF courses or courses from other departments. An approved list of courses from other departments is available in the department office and can also be accessed on the department website. MINOR IN RADIO-TV-FILM The minor in Radio-TV-Film requires 21 units. RTVF Core Courses (6 units) RTVF 100 Intro to Radio-TV-Film (3) RTVF 350 Story Structure (3) RTVF Production Course (3 units) RTVF 220 TV Studio Production (3) OR RTVF 225 Field Video Production (3) RTVF Electives (12 units) Students choose four courses from the RTVF elective list. Additional electives may be added after this catalog is printed. Please check with the department office. RADIO-TV-FILM COURSES Courses are designated as RTVF in the class schedule. 100 Introduction to Radio-TV-Film (3) Overview of the history, structure and function of the radio, TV and film industry. Includes current issues, relevance to society, employment options and other topics. One or more sections offered on line. 210 Introduction to Audio Production (3) Foundational theory and practice of audio production as it pertains to radio, TV and film. Covers broadcasting, recording, editing and mixing. Emphasizes aesthetics and techniques to ensure high quality sound. Uses a digital lab. (2 hours discussion, 3 hours laboratory) 220 TV Studio Production (3) Introduction to multiple-camera, live-on-tape, studio production. Theory and practice of producing programs live. Students crew all positions, including writer, producer, director, assistant director, lighting director, floor manager, camera operator, video switcher, audio engineer, video engineer, recording engineer and graphics operator. (2 hours discussion, 3 hours laboratory) 225 Field Video Production (3) Introduction to single-camera, field video production. Theory and practice of producing projects on location. Preproduction, production and post-production using digital cameras and nonlinear editing. Students crew productions, including writer, producer, director, videographer, sound recorder and editor. (2 hours discussion, 3 hours laboratory) RADIO-TV-FILM 549

3 250 Writing Short Scripts (3) Prerequisite: English 101. Techniques for writing short-form scripts for film and video. Analysis of short films in relation to scriptwriting concepts. Develop and critique student-written short scripts. 271 American Film 1: Beginnings 1945 (3) History of American film and film style from the beginnings to Relation to socio-historical, economic, political, cultural, artistic and technological contexts. 272 American Film 2: 1945 Present (3) History of American film and film style from the post-war period to modern times. Relation to socio-historical, economic, political, cultural, artistic and technological contexts. 300 Language of Film (3) Prerequisite: completion of G.E. Category I.C. Visual and syntactic components of the motion picture. Detailed analysis of frame, line, space, shape, image size, movement, tone, color and structuring of visual images. One or more sections offered online. 310 Advanced Audio Production (3) Prerequisite: RTVF 210. Advanced audio projects for radio, TV, film and the Internet, including digital storage and distribution. Complete the audio production process, from pre- through postproduction, applying aesthetic concepts and hands-on skills. (2 hours discussion, 3 hours laboratory) 315 Live Radio Production (3) Prerequisite: completion of G.E. Category I.A. Concepts and techniques of live radio production. Produce weekly, two-hour, live radio talk shows with segments. Includes all aspects and positions: planning, writing, producing, interviewing, promoting, engineering, recording, hosting and the like. (2 hours discussion, 3 hours laboratory) 330 Film Production 1 (3) Prerequisites: RTVF 225 and 300. Introduction to theory and practice of motion picture photography and film production. Create short projects, shooting film and editing digitally. Additional cost for film development and digital transfer. (2 hours discussion, 3 hours laboratory) 350 Story Structure (3) Prerequisites: English 101 and junior standing. Analysis and development of script structure and viable, narrative story elements. Covers acts, scenes, premises, conflict, plots, characters, action, etc. Write critical analyses of professional scripts and author own treatments. Meets upper-division writing requirement for RTVF majors. One or more sections offered online. 351 TV Scriptwriting: Sitcom (3) Prerequisite: RTVF 350. Theory, principles and practice of writing for situation comedies. Analyze scripts, study program episodes and develop and write an original story and spec script for a current half-hour, prime-time sitcom. Meets upper-division writing requirement for RTVF majors. 352 TV Scriptwriting: Drama (3) Prerequisite: RTVF 350. Theory, principles and practice of writing for episodic television dramas. Analyze scripts, study program episodes and develop and write an original story and spec script for a current one-hour, prime-time TV drama. Meets upper-division writing requirement for RTVF majors. 360 Radio and TV Programming (3) Prerequisite: completion of G.E. Category II.B.2. Purposes, philosophies and methods of obtaining, developing, launching, scheduling and evaluating programming for electronic media. Covers commercial radio and TV networks and stations, cable TV, public radio and TV, direct broadcast satellite and the internet. 361 American TV (3) Prerequisite: completion of G.E. Category II.B.1. Critical examination of the history of American television programming. Analysis of TV shows in the context of changing trends and influences in the industry. 365 Children s TV (3) Prerequisite: completion of G.E. Category III.C.1. Research and literature on effects of television on children. Historical and contemporary aspects of children s TV issues, including advertising, violence, stereotyping and education. How children s TV producers use concepts related to children to design material for them. 370 World Cinema (3) Prerequisite: completion of G.E. Category III.B.1. or III.B.2. Global influence of motion pictures. Examines various directors, film movements, national cinemas and the increasing internationalization of the world film industry. 371 Contemporary American Film (3) Prerequisite: completion of G.E. Category III.B.1. or III.B.2. Recent American films as indicators of societal, cultural and artistic trends. Cinema in light of current theories of postmodernism and formal categories of film production. 375 Documentary Film and TV (3) Prerequisite: completion of G.E. Category III.B.1. or III.B.2. Documentary form in film and television. Includes development, purpose and current trends. Requirements to write and produce nonfiction films for the mass media, business, education and government. 381 Regulation and Censorship (3) Prerequisite: completion of G.E. Category II.B.2. Function of law, policy and standards in radio, TV and film. Key regulations, including roles of commissions, courts and amendments. Key censorship practices, including language, sex and violence. 385 Radio Station Operations (3) Prerequisite: completion of G.E. Category I.A. Concepts and practices of radio station operations, including programming, sales, promotion, traffic, billing, production, news, research and engineering. Allows for in-depth work in several areas. 550 RADIO-TV-FILM

4 410 Sound Design for Film-TV (3) Prerequisite: RTVF 210 and either 220 or 225. Acquiring, recording, editing and mixing sound for film and TV. Special emphasis on creative aspects of sound design. (2 hours discussion, 3 hours laboratory) 425 Advanced Video Production (3) Prerequisite: RTVF 225. Advanced theory and practice of video production. Includes advanced shooting and editing techniques. Produce projects that may be distributed and/or entered in competitions. (2 hours discussion, 3 hours laboratory) 427 Documentary Production (3) Prerequisites: RTVF 225 and 375. Preproduction, production and postproduction of documentary film or video. Documentary concepts and hands-on skills. (2 hours discussion, 3 hours laboratory) 430 Film Production 2 (3) Prerequisite: RTVF 330. Preproduction, shooting and rough editing of a large-crew, sync-sound film. Includes planning, scouting, breakdown, budgeting, scheduling, casting, rehearsing, shooting and preliminary editing. Additional cost for film development and digital transfer. (2 hours discussion, 3 hours laboratory) 431 Cinematography (3) Prerequisite: RTVF 330. Cinematographic techniques for film and video. Analyze cinematographic styles, including qualities of camera movement, lenses and lighting as expressive tools. Hands-on experience shooting scenes with film and video cameras, lighting and grip equipment. Additional cost for film development and digital transfer. (2 hours discussion, 3 hours laboratory) 434 Digital Effects for Film-TV (3) Prerequisite: RTVF 225. Design motion graphics and visual effects for film and TV. Previsualizing, titling, matting, rotoscoping and compositing using industry-standard software. (2 hours discussion, 3 hours laboratory) 435 Directing Film and TV (3) Prerequisite: RTVF 225. Direct for narrative film and television, including breakdowns and use of the camera as an expressive tool. Direct, shoot and edit short scenes. (2 hours discussion, 3 hours laboratory) 455 Screenwriting (3) Prerequisite: RTVF 350. Theory, principles and practice of writing feature films. Analyze scripts and study films. Apply concepts from RTVF 350 and advanced concepts to develop full-length screenplays. Meets upper-division writing requirement for RTVF majors. 456 Rewriting the Screenplay (3) Prerequisite: RTVF 455. Intensive writing course aimed at students who have completed first drafts of full-length screenplays. Complete a rewrite-polish of their scripts, learning skills to prepare them for production and entrance into the marketplace. 472 Contemporary Asian Cinema (3) Prerequisite: completion of G.E. Category III.B.1 or III.B.2. Artistic developments in recent East and Southeast Asian cinema. Theoretical analysis and critique of directors, styles, techniques, genres and production elements. 480 Management in RTVF (3) Prerequisite: completion of G.E. Category II.B.2. Management structure and issues in the RTVF industry. Audience measurement, distribution, finance, personnel, programming, regulation and sales. May include applied experience with college media activities. 495 Internship in Radio-TV-Film (3) Prerequisites: RTVF 100, 350 and either 220 or 225. Supervised fieldwork at a radio, TV or film organization. Skill development and understanding of industry operation through hands-on experience and networking. Must submit an application one semester prior to taking through the RTVF Internship Office. 496 Student-to-Student Tutorial (1-3) Prerequisites: 3.0+ GPA, senior standing, written approval from instructor and department chair. Student-to-student tutorial encourages students to learn through teaching. Work may include contact hours with tutees, tutorial preparations, consulting with instructors, reporting-analysis-evaluation of tutorial experiences, participation in university programs for tutors. Does not count toward major or minor units. Grade or Credit/No Credit. 499 Independent Study (1-3) Prerequisites: 3.0+ GPA, senior standing, written approval from instructor and department chair. Independent Study is of a research or creative nature and shall culminate in a paper, project, comprehensive exam and/or performance. The student shall prepare a proposal including a statement of the basis for the final evaluation. RADIO-TV-FILM 551

5 Reading College of Education UNDERGRADUATE READING COURSES Lower-division courses in reading (Reading 201, 202, and 290) are designed to assist students in developing and utilizing a problem-solving approach in the critical and creative reading and thinking processes required for efficient university learning. Reading 340 provides an introduction to the language development of young children. CALIFORNIA READING CERTIFICATE The California Commission on Teacher Credentialing has granted approval to the Reading Department to offer coursework to meet requirements for the California Reading Certificate. Persons wishing to earn the Reading Certificate must make formal application to the university and meet the following requirements: 1. Completed a bachelor s degree 2. Earned a grade-point average of at least 3.0 in the last 60 undergraduate units completed and at least 3.0 in graduate units completed 3. Possess a multiple subject or single subject credential or another valid California standard teaching credential DEPARTMENT CHAIR Ula Manzo DEPARTMENT OFFICE College Park 570 DEPARTMENT WEBSITE PROGRAMS OFFERED Master of Science in Education Concentration in Reading California Reading Certificate Certificate in Postsecondary Reading and Learning California Reading/Language Arts Specialist Credential FACULTY Margaret Atwell, Kathryn Bartle Angus, Erica Bowers, JoAnn Carter-Wells, Janice Crick, JoAnne Greenbaum, Rosario Ordonez-Jasis, Ula Manzo, Donna Padgett 4. Submit a Verification of Service form, by program completion, to document three years of successful teaching experience in any grade, preschool through adult, exclusive of student teaching, internship teaching or teaching while holding an emergency credential or permit 5. Present a CBEST card indicating passage of the test prior to program acceptance. Advisement is available to any student seeking a California Reading Certificate. New students will be assigned an adviser upon acceptance in the program For further information, please contact the department office, College Park 570, The following courses are required to complete the certificate: Reading 501 Assessment of Professional Competencies (1) Reading 507 Reading and Thinking in the Content Areas (3) Reading 508 Teaching Reading/Language Arts in Today s Elementary Schools (3) Reading 514 Linguistics and Reading (3) Reading 516 Diagnostic-Prescriptive Teaching of Reading ( 4) Reading 560 The Sociocultural Context of Literacy and Learning (3) CERTIFICATE IN POSTSECONDARY READING AND LEARNING The Certificate in Postsecondary Reading and Learning is designed to prepare reading specialists for postsecondary settings, particularly at the community college level. Persons wishing to earn this certificate must meet the following criteria for admission: 1. Hold a baccalaureate from an accredited institution of higher education 552 READING

6 2. Earned a minimum grade-point average of 2.5 in the last 60 semester units attempted, as documented by two official copies of transcripts from all higher education institutions attended 3. International students from countries where English is not the official language must have a TOEFL score of 575 (CSUF score is 550) 4. Submit an essay related to professional goals, level of technology knowledge, skills and abilities to be an online learner 5. Technology (minimum) requirements for students computer equipment can be found on the department website at www. csufextension.org/programs/prl 6. Knowledgeable in the use of a personal computer (PC or Macintosh), including the ability to: (1) locate, create, move, copy, delete, name, rename and save files and folders on hard drives and secondary storage devices such as floppy disks; (2) use a word processing program that runs on a PC or Macintosh computer to create, edit, format, store, retrieve and print documents; (3) use an electronic mail system to receive, create, edit, print, save and send an message with and without an attached file: (4) use an Internet browser to search the World Wide Web; and (5) use databases, spreadsheets and multimedia applications. (UPS Policy on Computer Competency for Entering Students). The following courses are required to complete the certificate: Reading 505 Foundations of Postsecondary Reading and Learning (3) Reading 507 Reading and Thinking in the Content Areas (3) Reading 516 Diagnostic-Prescriptive Teaching of Reading (4) Reading 587 Program Management in Postsecondary Reading and Learning (3) For further information, please contact the department office, Education Classroom Building, Room 531, CALIFORNIA READING/LANGUAGE ARTS SPECIALIST CREDENTIAL The California Commission on Teacher Credentialing has granted approval to the Reading Department to offer courses to meet requirements for the Reading/Language Arts Specialist Credential. Those wishing to earn an advanced California Reading/Language Arts Specialist Credential must make formal application to the university indicating the specific specialist credential program desired. In addition, applicants must meet the following requirements: 1. Completed a bachelor s degree 2. Earned a grade-point average of at least 3.0 in the last 60 undergraduate units completed and at least 3.0 in graduate units completed 3. Possess a multiple subject or single subject credential or another valid California standard teaching credential 4. Submit a Verification of Service form, by program completion, to document three years of successful teaching experience in any grades from preschool through adult, exclusive of student teaching, internship teaching or teaching while holding an emergency credential or permit 5. Submit four professional reference forms, by program completion, including two from individuals to document teaching expertise, and two from individuals to document academic expertise Advisement is available to any student seeking a Reading/Language Arts Specialist Credential. New students will be assigned an adviser upon acceptance in the program. Prior to their first semester in the program, students should meet with an adviser to develop a credential study plan. For further information, please contact the department office, College Park 570, The following courses are required to complete the credential: Reading 501 Assessment of Professional Competencies (1) Reading 507 Reading and Thinking in the Content Areas (3) Reading 508 Teaching Reading/Language Arts in Today s Elementary Schools (3) Reading 514 Linguistics and Reading (3) Reading 516 Diagnostic-Prescriptive Teaching of Reading (4) Reading 520 Technology in Reading (3) Reading 560 The Sociocultural Context of Literacy and Learning (3) Reading 570 Leadership in Reading/Language Arts Program Development (2) Reading 581 Remediation of Reading Difficulties (4) Reading 585 Professional Development in Reading/Language Arts (3) Ed El 511 Survey of Education Research (3) MASTER OF SCIENCE IN EDUCATION (READING) The program is designed to help qualified individuals gain the technical knowledge and scholarship required to become reading/ language arts specialists. This program prepares reading professionals who have the knowledge, skills and dispositions to effectively integrate contemporary theories of reading with sound pedagogical practice. Application Deadlines The deadlines for completing online applications are March 1 for the fall semester and Oct. 1 for the spring semester (see deadlines may be changed based upon enrollment projections. Admission to Graduate Standing: Conditionally Classified University requirements include a baccalaureate from an accredited institution and a grade-point average of 3.0 in the last 60 semester units attempted (see Graduate Admissions section of this catalog for complete statement and procedures). In addition, an applicant must have an approved major and confer with the graduate program adviser to discuss the prerequisites for attaining classified standing. READING 553

7 Graduate Standing: Classified A student who meets the admission requirements and the following requirements may be granted classified graduate standing upon: the development of an approved study plan; successful teaching experience or other approved experience; a grade-point average of 3.0 or better in academic and related work; sufficient background in reading; a satisfactory interview; and four references from school administrators, school supervisors or professors. Study Plan The final adviser-approved program of coursework for the degree must include: Core Courses (10 units) Ed El 511 Survey of Educational Research (3) Ed El 536 Curriculum Theory and Development (3) Reading 516 Diagnostic-Prescriptive Teaching of Reading (4) Concentration Courses (19 units) Reading 501 Assessment of Professional Competencies (1) Reading 507 Reading and Thinking in the Content Areas (3) Reading 508 Teaching Reading/Language Arts in Today s Elementary Schools (3) Reading 514 Linguistics and Reading (3) Reading 520 Technology in Reading (2) Reading 560 The Socio-cultural Context of Literacy and Learning (3) Reading 581 Remediation of Reading Difficulties (4) Culminating Experience (1) Reading 595 Advanced Studies (includes comprehensive examination) (1) OR Reading 597 Project (1) OR Reading 598 Thesis (1) For advisement and further information, consult the program graduate adviser. READING COURSES Courses are designated as READ in the class schedule. 201 Academic Reading: Analyses and Strategies (3) Analysis of reading and learning processes, reading interpretation and critical thinking strategies as applied to all types of academic reading; integration and synthesis of academic information. 202 Vocabulary Cognition and Reading Comprehension (3) Study and analysis of general and academic vocabularies and their influence on reading comprehension and communication. Language knowledge and the development of contextual analysis and word association processes in reading comprehension. 290 Critical Reading as Critical Thinking (3) Relationship of critical reading to critical thinking. Development of critical thinking skills with application in the interpretation, analysis, criticism and advocacy of ideas encountered in academic readings. One or more sections offered online. 340 Promoting Language and Literacy Readiness in Young Children - Reading (3) Prerequisites: Child/Adolescent Studies 312 or Psychology 361 or equivalent. Theories of language development. Function of receptive and expressive language development as they relate to literacy development. Relevance of family literacy as young children begin to read. Choosing appropriate books to foster language development and literacy development. Theories of early childhood classroom instruction. 480 The Teaching of Reading (4) Curriculum and methods in teaching reading and language arts in the elementary and secondary schools. Teachers manuals and guides are introduced and studied. Preparation of reading lessons for classroom settings. 501 Assessment of Professional Competencies (1) Assessment of professional competencies of students entering the Reading program in preparation for obtaining the Reading/ Language Arts Specialist Credential. Meets graduate writing requirement for master s degree. 505 Foundations of Postsecondary Reading and Learning (3) Theoretical framework and background of field, including historical perspective, student/adult development, reading and learning theory/academic literacy, programmatic structures and components, curriculum design and contemporary issues. 507 Reading and Thinking in the Content Areas (3) Teaching reading and thinking in the subject area disciplines, including instructional methodology, assessment, materials and program design. One or more sections offered online. 508 Teaching Reading/Language Arts in Today s Elementary Schools (3) Current trends in the teaching of elementary reading/language arts. Role of the teacher as a decision-maker in the elementary reading/ language arts program. 514 Linguistics and Reading (3) Linguistics and its influence on reading materials and instruction. Trends in linguistics as they relate to the teaching of reading. 516 Diagnostic-Prescriptive Teaching of Reading (4) Prerequisite: Reading 507 or 508. Case-based study of various assessment devices and trial teaching practices essential for precise intervention in reading/language arts. Includes a model to guide in-depth analysis of a reader with attention to the influences of linguistic, social, cultural, physical, psychological, intellectual and educational factors on learning to read and reading to learn. 554 READING

8 520 Technology in Reading (2) Understanding the need for technological literacy in reading/ language arts. Strengths and limitations of technology and computer applications (software/internet) for the development of classroom curriculum for reading/language arts. Designing a lesson plan for the integration of technology into today s literacy classroom, as well as introducing web page design utilizing existing free services. One or more sections offered online. 560 The Socio-cultural Context of Literacy and Learning (3) Prerequisite: EDEL 511. Theory and research in teaching reading/language arts to students with diverse cultural, racial, linguistic and socio-economic backgrounds. Methods and approaches for teaching literacy skills. Special emphasis on second language learners. Case study requirement. 585 Professional Development in Reading/Language Arts (3) Prerequisites: Reading 507, 508, 514, 516. Seminar in development and evaluation of reading/language arts programs. Training in staff development and interpersonal relations with teachers, parents, consultants and administrators. Writing for publication, grant proposal writing and other professional responsibilities. 587 Program Management in Postsecondary Reading and Learning (3) Prerequisites: Reading 505, 507 and 516. Multifaceted components related to the administration, management and supervision of a post-secondary reading and learning program, as well as the current issues and trends in program management. 595 Advanced Studies (1) Prerequisite: Reading 516. Graduate seminar designed to synthesize and evaluate knowledge in such areas as behavior, teaching strategies, educational technology, program development, communication theory and interpersonal relations related to reading/ language arts, and apply these understandings to authentic professional challenges. 597 Project (1-3) Prerequisite: consent of instructor or graduate adviser. Individual research on an empirical project, with conferences with the instructor, culminating in a project. 598 Thesis (1-3) Prerequisite: consent of instructor or graduate adviser. Individual research with conferences with the instructor, culminating in a thesis. 570 Leadership in Reading/Language Arts Program Development (2) Long-term planning, designing effective programs, developing leadership skills and integrating literature and skill-based instruction. 599 Independent Graduate Research (1-3) Prerequisite: consent of instructor or graduate adviser. Independent inquiry for qualified graduate students. 581 Remediation of Reading Difficulties (4) Prerequisites: Reading 507, 508, 514, 516. Analysis and diagnosis of reading/language arts difficulties. Techniques and methods of prevention and treatment. Individual remediation of student. Primary through secondary. READING 555

9 Science Education College of Natural Sciences and Mathematics PROGRAM DIRECTOR Victoria Costa PROGRAM OFFICE McCarthy Hall 527 PROGRAM WEBSITE PROGRAMS OFFERED Master of Arts in Teaching Science (MAT-S) Single Subject (7-12) Credential in Biological Sciences, Biological Sciences Specialized, Chemistry, Chemistry Specialized, Geosciences, Geosciences Specialized, Physics, Physics Specialized, Foundational Level General Science Subject Matter Preparation Program for Biological Sciences, Chemistry, Geosciences, Physics, Foundational Level General Science Minor in Natural Sciences Future Teachers FACULTY Victoria Costa (Science Education), Barbara Gonzalez (Chemistry and Biochemistry), Galen Carlson (Geological Sciences) ADVISERS MAT-S: Victoria Costa Single Subject Credential: Victoria Costa (Science Education), Tara Barnhart (Secondary Education) Subject Matter Preparation Program: Chemistry and Physics Barbara Gonzalez (Chemistry and Biochemistry), Biological Sciences Megan Tommerup (Biological Sciences), Geological Sciences Galen Carlson (Geological Sciences) Minor in Natural Science: Victoria Costa (Science Education) INTRODUCTION Programs in Science Education are offered at the undergraduate and post-baccalaureate levels. The philosophy of the Science Education Programs at California State University, Fullerton is based upon the belief that teachers play a preeminent role in the science educational process. We prepare teachers to have confidence in their own abilities to access resources and gain the understanding that they need to help individual students become more scientifically literate. Furthermore, we also believe that effective science content preparation is critical in preparing teachers who are able to transform the science content knowledge that they learn in their courses into pedagogical content knowledge that can be taught to others. This process of transformation encompasses all aspects of instruction and evaluation nexus. The science education faculty agrees that teachers must be open and interested in new ideas. They engage in their own inquiry as co-investigators with students who learn science through multiple methods, including inquiry. We support teachers who as active, alert members of their school community, and help the next generation become effective and positive contributors to a diverse society. The Science Subject Matter Preparation Program plays a vital role in preparing future teachers who are steeped in these philosophies and beliefs. The mission of the Science Education Programs is to prepare students who are competent in subject matter content to teach science at the elementary and secondary levels. Furthermore, we provide guidance and support for both beginning and experienced teachers in the study and use of educational practices developed for the teaching of science, as well as helping these teachers develop original ideas as they relate to their areas of specialization. The program s primary goal is to address the special needs of both pre-service and in-service science teachers. Student Outcomes and Indicators After successful completion of a program of study, our credential recipients and program graduates are: Outcome 1: Knowledgeable and Competent Specialists demonstrate strong foundation of knowledge in their fields of study demonstrate strong implementation of skills in their fields demonstrate ability to use technology as a resource Outcome 2: Reflective and Responsive Practitioners promote diversity make informed decisions engage in collaborative endeavors think critically Outcome 3: Committed and Caring Professionals become change agents maintain professional and ethical standards become life-long learners 556 SCIENCE EDUCATION

10 MINOR IN NATURAL SCIENCES The Minor in Natural Sciences enables students to gain an understanding in several scientific areas and have a more comprehensive appreciation of the natural sciences by taking courses in at least three different science disciplines. It offers prospective elementary and middle school teachers, as well as majors in other fields such as communications, business, and computer science, a 21-unit (minimum) program that will familiarize them with the most important ideas and problems in the sciences. The minor also meets the requirements for a supplemental credential for prospective elementary teachers and prepares candidates for the CSET subtests for the Foundational Level General Science Credential. Lower-Division Courses (9-11 units total) Students choose at least three units from each category listed below. The selection must include an asterisk (*) course from Life Science and a second asterisk (*) course from either Physical Sciences or Earth/Astronomical Sciences. (Note that with the exception of Geological Sci 102, Biology 102 and Physics 102, all asterisk courses have either a required prerequisite or corequisite.) Earth/Astronomical Sciences Geological Sci 101 Physical Geology (3) Geological Sci 101L Physical Geology Laboratory (1)* Geological Sci 102 Earth and Astronomical Science for Future Elementary Teachers (3)* Physics 120 Introduction to Astronomy (3) Life Science Biology 101 Elements of Biology (3) Biology 101L Elements of Biology Laboratory (1)* Biology 102 Biology for Future Elementary Teachers (3)* Physical Sciences Chemistry 100 Survey of Chemistry (3) Chemistry 100L Survey of Chemistry Laboratory (1)* Chemistry/Physics 102 Physical Science for Future Elementary Teachers (3)* Chemistry 105 Survey of the Molecules of Life (3) Chemistry 111 Nutrition and Health (3) Chemistry 115 Introductory General Chemistry (4) Chemistry 120A General Chemistry (5)* Chemistry 120B General Chemistry (5) Physics 101 Survey of Physics (3) Physics 101L Survey of Physics Laboratory (1)* Physics 211 Elementary Physics (3) Physics 211L Elementary Physics: Laboratory (1)* Physics 212 Elementary Physics (3) Upper-Division Courses (12 units) Students take at least two units from each of three different course groups. The Natural Sciences Minor adviser must approve course selection. Biological Science Biology 305 Human Heredity and Development (3) Biology 306 Biology of Aging (3) Biology 310 Human Physiology (3) Biology 311 Nutrition and Disease (3) Biology 318 Wildlife Conservation (3) Biology 319 Marine Biology (3) Biology 330 Ecology of American Indians (3) Biology 352 Plants and Life (3) Biology 360 Biology of Human Sexuality (3) Biology 409 Evolution for Teachers (3) Biology 453 Life Science Concepts (3) Chemistry and Biochemistry Chemistry 303A,B,C Biotechnology and Society (1 unit each) Chemistry 311 Nutrition and Disease (3) Chemistry 313A,B,C Environmental Pollution/Solutions (1 unit each) Geological Science Geological Sci 310T Topics in California-Related Geology (1,1,1) Geological Sci 410 Physical Earth/Space Systems (3) Geological Sci 420 Earth Science for Science Teachers (4) Physics Physics 301 Energy and the Environment (3) Teacher Education Core Courses Biology 453 Life Science Concepts (3) Geological Sci 410 Physical Earth/Space Systems (3) Upper-division courses in the natural sciences not listed above may be included in this minor with the approval of the Minor in Natural Sciences adviser. SUBJECT MATTER PREPARATION PROGRAMS Subject Matter Preparation Programs (SMPP) require students to take classes that cover the broad range of material found in the California Student Academic Content Standards. Program coursework must meet guidelines set by the California Commission on Teacher Credentialing. While most subject matter preparation programs can be completed within the context of the major, students must choose major electives carefully to simultaneously complete the requirements for the major and the SMPP. For many programs, classes are required in addition to the requirements for the major. Science SMPPs are offered in chemistry, geosciences, biological sciences, physics and foundational level general science. Visit the Science Education Programs Website or contact the Science Education Programs Office for current coursework requirements. SCIENCE EDUCATION 557

11 SCIENCE COURSEWORK FOR ELEMENTARY TEACHERS Science coursework for elementary teachers is designed to deepen the skills and knowledge of future K-8 teachers in the areas of scientific content, scientific processes, and investigation and experimentation in the physical sciences (GEOL 410 Physical Science/ Earth Systems and GEOL 420 Earth Science for Science Teachers) and the biological sciences (BIOL 453 Life Science Concepts). FUTURE TEACHERS PROGRAM The future teachers program is a collaboration with the Departments of Elementary and Bilingual Education, Secondary Education and Project Tomorrow ( to provide participants in the Science Docent Program with a one-semester, three-unit college-credit course (SCED 110 The Teaching Experience), that includes a weekly seminar, tutoring experience, special day on the university campus, and career and academic advising. Future Teachers Advisors are high school teachers (one at each school site) who teach the course in their classroom. Additional information on the Future Teachers Program is found under the Department of Secondary Education, the Future Teachers Program Website ( ed.fullerton.edu/seced/futureteachers) and on the Project Tomorrow Website. SINGLE SUBJECT TEACHING CREDENTIAL Single Subject Teaching Credential in Biological Sciences, Chemistry, Geosciences, Physics and Foundational Level General Science (7-12) is an interdisciplinary program that connects the three main elements of teacher training (subject matter preparation, pedagogical training and field experience) between the Science Education Program, Department of Secondary Education and local school districts. The Credential Program is organized around the California Teaching Performance Expectations and includes subject matter preparation, prerequisite education coursework and credential coursework. To earn a secondary science teaching credential, candidates must: demonstrate subject matter competency complete a program of professional preparation. In addition to the traditional model of teacher preparation, qualified candidates may elect to complete their preparation as a paid Intern in the public schools. Additional information on this program is found on the Single Subject Credential Program Website ( and under the Department of Secondary Education in this catalog. The California Commission on Teacher Credentialing authorizes nine different science credentials that authorize service in pre-school, grades 12 and under and in classes organized for adults. Each credential requires demonstration of subject matter competence through completion of specific undergraduate or graduate degrees OR successful passage of several subtests of the California Science Examination for Teachers (CSET) in Science. Candidates with a regular credential in a science area are authorized to teach in their specific discipline, as well as general and integrated science, including middle school science. Candidates with a Specialized credential in a science area are authorized to teach only in their specific discipline. The Single Subject Credential Program is administered jointly with the Department of Secondary Education. See additional program information, including the Internship Program, under that Department. Prerequisite Courses EDSC 304 Educational Technology for Secondary Teachers (3) EDSC 310 The Teaching Experience: Participation (3) EDSC 320 Adolescence and Education (3) EDSC 330 Developing Literacy in Secondary Schools (3) EDSC 340 Student Diversity in Secondary Schools (3) Preservice Course Required of all Intern Candidates EDSC 400 Methods for Internship Credential Candidates (3) Extern Semester (First Semester) EDSC 410 Teaching English Learners in Secondary Schools (3) EDSC 440F Supervised Fieldwork in Secondary Schools (2) EDSC 440S General Pedagogy of Secondary School Teaching (4) SCED 442 Teaching Science in Secondary Schools (3) SCED 449E Externship in Secondary Teaching Science (3) Notes: EDSC 440F, EDSC 440S, SCED 442 and SCED 449E must be taken concurrently. Enrollment in these courses is based on admission to the Single Subject Credential Program. Fieldwork associated with these courses requires daily observations and co-teaching in public school classrooms for an 18-week period. See additional information on admission requirements and coursework descriptions under the Department of Secondary Education. Student Teacher Semester (Second Semester) EDSC 460 Teaching Assessment Seminar (3) SCED 449I Internship in Secondary Teaching-Science (10) SCED 449S Seminar in Secondary Teaching Science (3) Notes: EDSC 460, SCED 449I and SCED 449S must be taken concurrently. Enrollment in these courses is based on successful completion of first semester coursework. Fieldwork associated with these courses requires daily co-teaching in public school classrooms for an 18-week period. See additional information on coursework descriptions under the Department of Secondary Education. MASTER OF ARTS IN TEACHING SCIENCE The primary objectives of the Master of Arts in Teaching Science are to: provide advanced coursework in science curriculum designs appropriate to the professional responsibilities of science educators; provide research and seminar opportunities in contemporary issues in science education; and enable teachers to become more proficient in science disciplines appropriate to their academic teaching assignments. A secondary track and elementary track are available. 558 SCIENCE EDUCATION

12 Remaining coursework is selected from the departments of Biological Science, Chemistry and Biochemistry, Computer Science, Geological Sciences, Physics or Science Education (if elementary track) and other departments as appropriate. Fifteen units of work are required from the Science Education Program. The graduate work culminates with the student completing a project or thesis in an area of science education that is applicable to the student s teaching. Faculty from the program and other departments form the committee that guides and evaluates each graduate student. Admission Requirements University requirements include a baccalaureate from an accredited institution and a grade-point average of at least 2.5 in the last 60 semester units attempted (see section of this catalog on Graduate Admission for complete statement and procedures). In addition to the university requirements for admission, acceptance in the MAT-S program is contingent upon the following: 1. Candidates must apply to the university through csu.mentor.org, as well as submit the Application for Admission to the MAT-S Degree Program to the Science Education Programs Office. The application is available from the Science Education Programs Office at , MH-527, sciedreceptionist@exchange. fullerton.edu. The Science Education Program application for the MAT-S must include: a. two signed letters of recommendation b. a personal resume c. documentation of a teaching credential d. a Statement of Purpose: one-two pages with information about the candidate s science area of interest 2. A teaching credential is normally required for classified standing. In special circumstances, a MAT-S faculty adviser may agree to work with a student who has not completed a teaching credential program. For example, an applicant who teaches in a private school or works in a museum may complete the MAT-S without a teaching credential. In these cases, a MAT-S faculty adviser will write a letter waiving the credential requirement for classified standing. 3. Completion of coursework equivalent to a baccalaureate degree in one of the sciences. (For the elementary track, the baccalaureate degree is not normally in the sciences, but the application must provide evidence of in-depth work within the sciences beyond the minimum requirements for a multiple subject teaching credential.) 4. Acceptance by a faculty project/thesis adviser. 5. The admission decision will be made only after the application file is complete. Application Deadlines The deadlines for completing online applications are March 1 for the fall semester. (see Mailed applications need to be postmarked by the same deadlines. However, deadlines may be changed based upon enrollment projections. Advancement to Candidacy Advancement to candidacy is attained by requesting a graduation check and receiving subsequent approval of the MAT-S faculty adviser and the MAT-S graduate program adviser on the Grad Check Review Form. This form is mailed to students by the University Graduate Studies Office. Classified Standing Students should achieve classified standing as soon as they are eligible. A student who meets the admission standards needs to develop a study plan in consultation with the MAT-S faculty adviser and MAT-S graduate program adviser before nine units of degree coursework has been completed. Classified standing will be granted once the study plan has been reviewed and approved by the MAT-S faculty and the Associate Vice President, Graduate Programs and Research. Students will be notified by the Graduate Studies Office when the study plan is approved and classified standing is granted. Once the study plan is approved, changes can be made only with the approval of the MAT-S faculty adviser and the MAT-S graduate program adviser. Study plan The degree program consists of 30 units of upper-division or graduate coursework, of which at least half must be 500-level, and be completed with a grade point average of 3.0 or better. 1. Secondary Track: 15 units will be in the sciences and other departments, in upper-division and graduate courses. At least nine units will be taken in one of the following: biology, chemistry, computer science, geological sciences or physics. Elementary Track: 15 units in upper-division and graduate courses. Electives will be chosen from biology, chemistry, computer science, geological sciences, physics or science education. 2. Fifteen units will be in science education with the following requirements: Core Courses Science Ed 550 Theoretical Designs in Science Education (3) Science Ed 552 Review of Research in Science Education (3)* Science Ed 554 Issues in Science Education (3) Culminating Experience Science Ed 598 Thesis (6) OR Science Ed 597 Project (3) and Science Ed 599 Independent Graduate Research (3) For further information and advisement, consult the graduate program adviser or Director of Science Education Programs. *Meets the Graduate Level Writing Requirement. SCIENCE EDUCATION 559

13 SCIENCE EDUCATION COURSES Courses are designated as SCED in the class schedule. 110 The Teaching Experience: Exploration (2-3) (Same as EdSec, Special Ed 110) 412 Processes of Science (3) Prerequisite: junior or senior standing in a science major or admission to the MAT-Science graduate program. Methodologies (action research), logical procedures and explanatory systems that characterize the various natural sciences. Role of science and technology in society. (2 hours lecture, 1 hour activity, 1 hour to be arranged) 442 Teaching Science in the Secondary School (3) Prerequisite: appropriate education and science education coursework for credential. Curricular objectives, methods and materials, including audiovisual instruction for teaching science. Required before student teaching for candidates for the single subject teaching credential in either the life sciences or the physical sciences. (2 hours lecture, 2 hours activity). 449E Externship in Secondary Teaching (3) Prerequisite: Science Ed 412 (may be taken concurrently) (See description under Secondary Education) 449I Internship in Secondary Teaching (10) (See description under Secondary Education) 449S Seminar in Secondary Teaching (3) (See description under Secondary Education) 495A Internship (3) Prerequisite: consent of instructor. Supervised field experience permitting application of science education in research, industry and educational settings. For current and prospective science teachers. Periodic class meetings and field experience log and summary are required. 499 Independent Study (1-3) Special topics in science education, selected by consultation and completed under the supervision of the instructor. May be repeated for credit. 550 Theoretical Designs in Science Education (3) Review of major directions, designs and assumptions of science education reform such as the nature of science and scientific inquiry, scientific literacy, the National Science Education Standards, state curricular frameworks, standards and international and national science assessment. How reform affects curriculum, major curricular projects and curricular evaluation. 552 Review of Research in Science Education (3) Prerequisite: graduate standing. Review of relevant literature that provides the foundation for modern reform in science education. Analyses of research design and execution of appropriate experimental or observational procedures to test hypotheses concerning problems in science education. 554 Issues in Science Education (3) Prerequisite: graduate standing. Major contemporary issues in science education. One or more sections offered online. 597 Project (1-3) Prerequisites: advancement to candidacy and an appointed thesis committee. Corequisite: Science Ed 599 (3 units). Selection, investigation and written presentation of a project in science education. 598 Thesis (1-6) Prerequisites: advancement to candidacy and an appointed thesis committee. Selection, investigation and written presentation of an experimental problem in science education. 599 Independent Graduate Research (1-3) Graduate student research in a specific area of science education. May be repeated for credit. 495B Internship (3) Prerequisite: consent of instructor. Supervised field experience permitting application of science education in research, industry and educational settings. For current and prospective science teachers. Periodic class meetings and field experience log and summary are required. 560 SCIENCE EDUCATION

14 Secondary Education College of Education SINGLE SUBJECT CREDENTIAL LEVEL I PROGRAM Based on the department s philosophy, the program stresses a logical sequence among the critical components of teacher education, including subject matter preparation, pedagogical instruction, fieldwork observation, participation in classroom activities and student teaching. It is responsive to contemporary educational concerns and provides for strict coordination of the varied administrative components, including admission, candidate assessment and program evaluation. The program is articulated with the California Commission on Teacher Credentialing Standards of Quality and Effectiveness for Professional Teacher Preparation Programs, the California Standards for the Teaching Profession, the California Teaching Performance Expectations (TPEs) and the Teaching Performance Assessment (TPA). The CSU Fullerton Single Subject Credential (Level I) Program begins with a supervised introduction to the secondary school setting (including an early fieldwork component) and progresses toward full immersion into classroom assignments. The program is designed to allow students to move between theoretical knowledge provided in coursework and the practical experience gained in secondary classrooms. During the program, candidates develop philosophical and methodological perspectives that are tested in practical experience. Field experiences complement coursework, enabling students to deepen their understanding of the complex influences shaping our schools. The program is a three-semester process. First, prospective teachers are introduced to teaching through 12 units of prerequisite undergraduate coursework. Coursework includes a 40-hour early field experience and the development of knowledge and skills in teaching adolescents, diverse student populations and special populations. A special course focuses on literacy development of secondary students. The adolescence course also includes information on health issues. During this prerequisite coursework, candidates are introduced to the Teaching Performance Expectations. They are also introduced to the Teaching Performance Assessment (TPA) and practice similar tasks as they learn course content and begin to develop teaching skills. Second, candidates complete a first semester of 240 hours of classroom observations and co-teaching in which they are gradually inducted into the fulltime student teaching experience in an environment of collegiality and support. This semester allows them to become familiar with their Master Teachers and the particular characteristics, programs and cultures of their schools. During this semester, candidates are referred to as Externs. First semester credential students attend a weekly seminar class that includes presentations by university faculty and staff, as well as district faculty, staff and administrators. During the seminar, candidates learn about the district, schools and classrooms in which they will complete their student teaching. They learn about state, district and local policies on education; instructional strategies; curriculum design, development and implementation; classroom management; assessing students; and the realities of day-to-day teaching. In addition, candidates complete a subject matter specific methods course in which they extend lesson and unit planning skills with a focus on the California K-12 content standards and DEPARTMENT CHAIR Chris Street DEPARTMENT VICE CHAIR Debra Ambrosetti DEPARTMENT OFFICE College Park 600 DEPARTMENT WEBSITE PROGRAMS OFFERED Master of Science in Education Concentration in Secondary Education Emphasis in Teacher Induction Emphasis in Teaching Foundational Mathematics Single Subject Credential Art English (English, Theater) Foreign Languages (see Modern Languages and Literatures Department for specific languages) Foundational Level Science Biology, Chemistry, Physics, Geosciences Mathematics and Foundational Level Mathematics Music Physical Education Science Social Science FACULTY Debra Ambrosetti, Sandra Alaux, Wayne Au, Tara Barnhart, Grace Cho, Victoria Brookhart Costa, Marcela de Souza, Mark Ellis, Maria Grant, Ellen Kottler, Marilyn Leuer, Ron Pahl, Lynda Randall, Kristin Shand, Chris Street, Helen Parcell Taylor SECONDARY EDUCATION 561

15 standardized assessments. Finally, they complete a course in teaching English learners. During this semester, candidates are assessed on the TPEs and the following for scoring: TPA 1, Subject-Specific Pedagogy, and TPA 2, Designing Instruction. In the second semester of the program, each student teacher takes full control of three classes per day and has a conference and preparation period. They are responsible for all discipline, managerial, institutional and instructional tasks. During this semester, candidates are referred to as Student Teachers and attend a weekly student teaching seminar led by a university supervisor. In addition, candidates complete a seminar on the Teaching Performance Assessment Preparation to complete the remaining two performance assessments, Assessing Learning and the Culminating Teaching Experience, and document their achievement of the TPEs. Learning Goals and Student Learning Outcomes The following goals and learning outcomes have been established for students pursuing a degree in secondary education: Knowledgeable and competent specialists Demonstrate a strong foundation in subject matter knowledge or field of study Demonstrate a strong understanding and implementation of pedagogical skills or skills in chosen field Use technology as a resource Reflective and responsive practitioners Promote diversity Make informed decisions Engage in collaborative endeavors Think critically Committed and caring professionals Be agents for change Maintain professional and ethical standards Become lifelong learners COURSEWORK SEQUENCE Technology (3 units required for preliminary credential, recommended as early as possible) Ed Sec 304 Personal Proficiency in Educational Technology for Secondary Teachers (3) OR Ed Sec 307 Personal Proficiency in Educational Technologies for Social Science Teachers (3) Prerequisites (12 units, 40 hours fieldwork) Ed Sec 310 The Teaching Experience (3) Ed Sec 320 Adolescence (3) Ed Sec 330 Developing Literacy in Secondary Schools (3) Ed Sec 340 Diversity in Secondary Schools (3) Required of All First Semester Internship Candidates Ed Sec 400 Instructional Methods for Secondary Internship Candidates (3) Ed Sec 410 Teaching English Language Learners in Secondary Schools (3) First Semester (15 units, 240 hours fieldwork) Ed Sec 410 Teaching English Language Learners in Secondary Schools (3) Ed Sec 440S General Pedagogy of Secondary School Teaching (4) Ed Sec 440F Supervised Fieldwork in Secondary Schools (2) Ed Sec 442 Teaching in the Secondary School (3)* Ed Sec 449E Externship in Secondary Teaching (3)* Second Semester (16 units, 270 hours fieldwork) Ed Sec 449S Seminar in Secondary Teaching (3)* Ed Sec 449I Internship in Secondary Teaching (10)* Ed Sec 460 Teaching Assessment Seminar (3) With the exception of Social Studies, Foundational Level Science and Foundational Level Mathematics, courses marked with an asterisk (*) are taken in the academic departments. PROFESSIONAL DEVELOPMENT DISTRICT MODEL Reflecting the complex contexts of the secondary classroom and modeling a learning community where learning is interactive and dynamic, Single Subject candidates are divided into Professional Development Districts, in which four major strategies are emphasized: preparing prospective teachers; providing professional growth opportunities for secondary school educators and university faculty; and enhancing learning opportunities for 7-12 grade students. This comprehensive structure of collaboration and cooperation between multiple levels of educators provides for a dynamic and interactive learning environment that effectively prepares teachers for a rapidly changing and complex society. Currently, we enjoy PDD collaborations with Anaheim Union High School District, Fullerton Joint Union High School District, Placentia/ Yorba Linda Unified School District, Orange Unified School District, Corona/Norco Unified School District and Capistrano Unified School District. REQUIREMENTS FOR ADMISSION TO THE SINGLE SUBJECT CREDENTIAL (LEVEL I) PROGRAM Applicants to the Single Subject Credential (Level I) Program are required to apply to the university, as well as Admission to Teacher Education. Filing deadlines are Feb. 28 (to begin the program the following fall) and Sept. 30 (to begin the program the following spring). An additional fee is required with the application. Applications for admission into the Single Subject Credential (Level I) Program are evaluated according to the following criteria: subject matter competence, breadth of understanding, professional aptitude and manner; physical and mental fitness, fundamental skills 562 SECONDARY EDUCATION

16 and personality and character. Evidence in relation to criteria is submitted at the time of application and includes the following: Overall grade-point average appropriate to the individual academic department Passage of California Basic Educational Skills Test (CBEST) Successful completion of Ed Sec 304 or 307, Ed Sec 310, Ed Sec 320, Ed Sec 330 and Ed Sec % completion of Subject Matter Preparation Program SMPP) in your content area or the CSET exam results in your content area. See your adviser Proficiency in oral and written English Recommendations from academic faculty and school personnel Documented field experience in 7-12 classroom or equivalent TB Test and MMR (measles, mumps, rubella) certification. Both tests may be done at CSUF Health Center. Call CPR Training Candidates must complete CPR Training offered by the American Heart Association (Heart Saver) or the American Red Cross. Training must cover infant, child and adult. Evidence of CPR training must be current (within 2 years) and a copy of the CPR certificate must be submitted with the credential application. The Certificate of Clearance form must be sought by the time of application. There is a fingerprint background check form to be completed as specified by the California Commission on Teacher Credentialing. INTERNSHIP PROGRAM Students who meet requirements set by the California Commission on Teacher Credentialing and Single Subject Internship Credential Program may enter the Professional Development Track. These students receive an internship credential, which entitles them to teach in a public school while taking their coursework at CSUF in the late afternoon, evenings or on the weekends. The curriculum of the Internship Program is a multi-semester experience, including prerequisites, pre-service coursework, fieldwork and student teaching. Students in the Internship Program progress through Ed Sec 400 (Instructional Methods for Secondary Interns) and their first full-time teaching semester of the program as a cohort group, a structure that provides peer support and enhances opportunity for success. In the second full-time teaching semester as an Intern in the program, they are in cohort groups by subject area. Internship candidates must complete Ed Sec 400 (Instruction Methods for Secondary Internship Candidates) and Ed Sec 410 (Teaching English Learners in Secondary Schools) prior to enrollment as an Internship candidate in the first semester of the program. These courses provide candidates with early instruction on classroom management, lesson planning and instruction and assessment strategies. This course is only offered during summer and January intersession, and requires candidates to collect numerous materials from their school site and district, including school and district emergency procedures, district content and performance standards, a district testing schedule and academic year calendar and textbooks. In Ed Sec 400, candidates prepare a Classroom Management Plan and Letter to Parents, first week lesson plans, a semester plan for instruction, bulletin board materials and an assessment plan. In Ed Sec 410, candidates learn strategies for engaging and supporting beginning, intermediate and advanced English language learners. Internship credential candidates meet as a cohort group in Ed Sec 440S (General Pedagogy of Secondary School Teaching) and are supervised by the university in Ed Sec 440F (Supervised Fieldwork in Secondary Schools). The two classes are integrated so students realize the inter-relationship of pedagogical theory and practice through collaboration with their internship teaching. The Ed Sec 440S/F experience for candidates in the Professional Track/Internship program differs from that of the traditional Ed Sec 440F/S experience because Internship candidates have all completed Ed Sec 400 and Ed Sec 410. The Ed Sec 440S seminar is held on Monday afternoons instead of Friday mornings. Other differences include a weekly seminar discussion that focuses on successes and challenges interns currently experience; assignments that are more tightly focused on teaching; and visits by fieldwork coordinators during the first ten weeks of the semester. Candidates who become interns in their second semester are required to have completed all of the entrance requirements and four prerequisites above, plus units of secondary coursework. (Ed Sec 400 is only required for those individuals beginning an Internship immediately-students who become interns in their second semester have a general and subject-specific methods course their first semester in the program - Ed Sec 440S and 442). The application requires master teachers, university supervisors and principals to certify that they have observed these candidates in classroom teaching and evaluate them as professionally mature and developmentally ready to handle a teaching position with full classroom and school responsibilities. Additionally, the University Subject Matter Program Advisor must recommend the candidate. Internship Credential Program Eligibility Requirements To be eligible for participation in the first semester University Intern Program credential candidates must have the following items: earned bachelor s degree from a regionally accredited college or university; passed the California Basic Skills Proficiency Test (CBEST), passed the Subject Matter Competence Exam (CSET) or completed 100 percent of a commission-approved Subject Matter Preparation Program (SMPP), completed character and identification clearance (fingerprints), demonstrated knowledge of the United States Constitution, be accepted into the Single Subject Credential Program and obtained a University Internship Intern Credential. CSU Fullerton uses recommendation forms and an autobiography to assess how the candidate s prior experiences and attitudes toward children and schools may affect the candidate s performance in the classroom. Additionally, during prerequisite courses, candidates are required to write their educational philosophy and to participate in 40 hours of fieldwork in public secondary schools. These requirements provide SECONDARY EDUCATION 563

17 excellent information related to the candidate s prior experiences and attitudes toward children and schooling. Before entering the program, each candidate participates in an interview designed to ask about prior experiences and attitudes toward children. All Intern applicant decisions are made in collaboration with the employing school district. CSU Fullerton will not issue an Intern credential without written approval from the district and bargaining unit. SINGLE SUBJECT CREDENTIAL (LEVEL II) As of Fall 2003, all candidates are required to complete a Professional Teacher Induction Program through their employing district. MASTER OF SCIENCE IN EDUCATION SECONDARY EDUCATION CONCENTRATION This program is designed to help career secondary classroom teachers upgrade their skills, become informed about new ideas in secondary teaching and prepare for curriculum leadership roles in public and private schools. The graduate program builds upon teacher preparation in the Single Subject Credential Program. Whereas coursework in the credential program focuses on knowledge and skills necessary for a beginning secondary teacher, the graduate program will allow students to extend their knowledge and deepen their skills in curriculum design, instructional and assessment strategies, integration of technology and reflection skills. Online Hybrid Graduate Program Features The graduate programs in Secondary Education are delivered in an online hybrid format, with 49 percent of courses delivered completely via web-based instruction and the other courses delivered partially via web-based instruction. The program begins with a required one-unit prerequisite course. Options for Culminating Experience The options for candidates culminating experiences are the comprehensive examination, action research project, thesis, submission for National Board Certification, development of a major grant proposal, development of a comprehensive curriculum project or development of an article for publication. Support for National Board Certification One option for candidates culminating experiences is submission for National Board Certification. The graduate program in Secondary Education provides up to nine units of support to candidates. EDSC 591 (taught in the fall) is intended to provide students with an introduction to the requirements of National Board certification as well as assist students in beginning work on their portfolios. EDSC 599 provides an independent study to further portfolio work. EDSC 594 (taught in the spring) is intended to provide teachers with as-needed support while they finish their portfolios. What is the National Board for Professional Teaching Standards Certification? Currently, teachers who have at least three years of experience may elect to participate in this performance-based assessment. The process of becoming a National Board-certified teacher is an intensive one that demands much of teachers. Teachers must complete a portfolio demonstrating their practice and highlighting the ways they put National Board standards into practice. They must include written lesson plans, videotapes of their teaching and extensive written reflections on their teaching. In addition to the portfolio, teachers must complete a more standard written assessment aimed at evaluating their content knowledge. The NBPTS encourages teachers to work together and support one another during this process. They also encourage teachers to seek out support programs and/or mentors who can provide them with feedback on all aspects of the process. Application Deadlines Applications are only accepted for the fall semester. The deadline for completing the online application is May 1 for the fall semester ( Mailed applications must be postmarked by the same deadline. However, deadlines may be changed based upon enrollment projections. Admission to Graduate Standing: Conditionally Classified University requirements include: a baccalaureate from an accredited institution and a grade-point average of at least 2.5 in the last 60 semester units attempted (see Graduate Regulations section for complete statement and procedures). Graduate Standing: Classified Classified standing is granted after a study plan is developed in consultation with a faculty adviser and approved by the Associate Vice President, Academic Programs (or designee). Students must also meet the following admission requirements: 1. An approved major 2. Grade-point average of 3.0 on previous academic and related work 3. Proof of a current teaching credential 4. Current professional resume word statement of purpose outlining your interest in the Secondary Education Master s Program (e.g., any areas of special interest or emphasis you plan to pursue as a graduate student, a brief description of your current teaching position or anything else that would facilitate an informed decision on your application) 6. Two or more letters of recommendation that address your aptitude for graduate study including your teaching skills as well as your academic preparation. Grade-point average deficiencies may be removed by a demonstration of competency in the graduate program. 564 SECONDARY EDUCATION

18 Study Plan Students are required to complete a one-unit prerequisite course that is offered credit/no credit. Check with the department office for registration information. The course allows students to identify major issues in secondary schools, develop a program plan and set goals for their graduate work. The adviser-approved 30 credit units on the graduate study plan will include the following: Prerequisite Course (1 unit) Ed Sec 501 Introduction to Graduate Studies (1) Core Courses (15 units) Ed Sec 504 Advanced Proficiency in Educational Technologies (3) Ed Sec 506 Graduate Studies in Secondary Writing (3) Ed Sec 535 Survey of Educational Research (3) Ed Sec 536 Curriculum Theory and Development (3) Ed Sec 591 Professional Seminar in Secondary Teaching (3) Concentration Courses (6 units) Ed Sec 522 Family, Community and Professional Partnerships (3) Ed Sec 524 Assessing Student Learning (3) Electives (6 units) Chosen in consultation with the Graduate Program Adviser Culminating Experience (3 units) Ed Sec 594 Research Seminar (3) OR Ed Sec 595 Advanced Studies Capstone in Secondary Education (3) OR Ed Sec 597 Project (3) OR Ed Sec 598 Thesis (3) *Please contact the Secondary Education Department office for current registration information. EMPHASIS IN TEACHER INDUCTION The concentration in Secondary Education with an Emphasis in Teacher Induction is designed for 7-12 grade teachers to earn their Level II Credential and to prepare them for continued instructional and leadership roles in secondary schools. This graduate program builds upon teacher preparation in the Single Subject Credential Program and allows students to extend their knowledge and deepen their teaching skills while working toward the Level II Credential. Prerequisite Course (1 unit) Ed Sec 501 Introduction to Graduate Studies (1) Core Courses (15 units) Ed Sec 504 Advanced Proficiency in Educational Technologies (3) Ed Sec 506 Graduate Studies in Secondary School Writing (3) Ed Sec 535 Survey of Educational Research (3) Ed Sec 536 Curriculum Theory and Development (3) Ed Sec 591 Professional Seminar in Secondary Teaching (3) Emphasis Courses (6 units) Ed Sec 502A New Teacher Induction, Assessment and Support, Year 1 (1) Ed Sec 502B New Teacher Induction, Assessment and Support, Year 1 (2) Ed Sec 502C New Teacher Induction, Assessment and Support, Year 2 (1) Ed Sec 502D New Teacher Induction, Assessment and Support, Year 2 (2) Electives (6 units) Chosen in consultation with the Graduate Program Adviser. Culminating Experience (3 units) Ed Sec 594 Project Seminar (3) OR Ed Sec 595 Advanced Studies Capstone in Secondary Education (3) OR Ed Sec 597 Project (3) OR Ed Sec 598 Thesis (3) EMPHASIS IN TEACHING FOUNDATIONAL MATHEMATICS The concentration in Secondary Education with an Emphasis in Teaching Foundational Mathematics is a collaborative effort with the Department of Mathematics and is designed to help experienced teachers of mathematics upgrade their skills, become informed about new ideas in secondary teaching and prepare for curriculum leadership roles in public and private schools. The emphasis will provide teachers of math from grade 4 to geometry with a deeper knowledge base in mathematics and mathematics education. Mathematics 303A,B Fundamental Concepts of Elementary Mathematics (6 units) or equivalent are required as prerequisites to the program. Study Plan Students are required to complete a one-unit prerequisite course. This course is taken credit/no credit (does not apply to units for the degree). Check with the department office for registration information. The adviser-approved 30 units (minimum) on the study plan will include the following: Prerequisite Coursework (1 unit) Ed Sec 501 Introduction to Graduate Studies (1) Core Coursework (15 units) Ed Sec 504 Advanced Proficiency in Educational Technologies (3) Ed Sec 506 Graduate Studies in Secondary School Writing (3) Ed Sec 535 Survey of Educational Research (3) Ed Sec 536 Curriculum Theory and Development (3) Ed Sec 591 Professional Seminar in Secondary Teaching (3) Emphasis Courses (12 units) Ed Sec 530 Graduate Studies in Mathematics Education (3) Math 403A,B Concepts of Middle School Mathematics (3,3) Math Ed 532 Teaching Problem Solving in Middle School Mathematics (3) SECONDARY EDUCATION 565

19 Culminating Experience (3 units) Ed Sec 594 Research Seminar (3) OR Ed Sec 595 Advanced Studies Capstone in Secondary Education (3) OR Ed Sec 597 Project (3) OR Ed Sec 598 Thesis (3) SECONDARY EDUCATION COURSES Courses are designated as EDSC in the class schedule. 110 The Teaching Experience: Exploration (2-3) Exploration of one s self in relation to other people in the schools and an encounter with the teaching experience through fieldwork. Accompanying seminar helps students extend their observations and explore relevant issues. (2 hours fieldwork, 2 hours seminar) Credit/ No credit only. (Same as Special Ed, Sci Ed and Ed El 110) 304 Personal Proficiency in Educational Technology for Secondary Teachers (3) Prerequisite: Ed Sec 310. Development of personal proficiency in educational technologies to facilitate the teaching process. Training in computer hardware and software terminology; spreadsheets, word processing, publication and presentation applications; Internet search and retrieval; information literacy; electronic communication and awareness of legal and ethical issues. Meets the state requirement for Single Subject Preliminary Credential except Social Studies. (Same as Special Ed 304) 307 Personal Proficiency in Educational Technologies for Social Science Teachers (3) Prerequisite: Ed Sec 310. Provides social studies teacher with skills to utilize computer technology. Social studies applications in word processing, spreadsheet, database, simulations, graphics, modems and laser disc interfaces Meets state computer requirements for the Social Studies Single Subject preliminary credential. 310 The Teaching Experience: Participation (3) History, philosophy and sociology of secondary education. Introduction to California Teaching Performance Expectations and Assessment; needs of special populations, English learners and struggling readers; content standards; and major curriculum reform documents. Includes 40-hour practicum on specific course requirements. May be repeated with consent of instructor. 320 Adolescence and Education (3) Prerequisite: completion of General Education (G.E.) Category III.C.1. Biological, cognitive and socio-cultural development of adolescents. Contexts of adolescent development, including family, peers, school, work and leisure. Health and safety issues of adolescents. One or more sections offered online. 330 Developing Literacy in Secondary Schools (3) Prerequisite: Ed Sec 310. Strategies for developing contentbased reading/writing abilities, comprehension skills and vocabulary of secondary students. Methods of teaching reading, writing and language skills for English learners and speakers. Diagnostic assessment strategies. Development of materials to be utilized during Ed Sec 440F fieldwork. Letter grade. One or more sections offered online. 340 Diversity in Secondary Schools (3) Prerequisite: completion of G.E. Category III.C.1. Knowledge and skills for teaching special populations. Principles of educational equity and diversity. Strategies for providing students equitable access to the core curriculum. How teaching is shaped by diversity in California society. Analysis of personal and institutional bias. 400 Instruction Methods for Secondary Internship Candidates (3) Methodology course for departmental teaching required for first semester internship candidates before beginning first semester of credential program. Meets the methodology requirement for holders of Multiple Subject Credential seeking a Single Subject Credential. Two hours lecture and 30-hour fieldwork experience. 410 Teaching English Learners in Secondary Schools (3) Prerequisite: Ed Sec 340. Concurrent enrollment in Ed Sec 440F. Materials, methods and strategies for teaching English learners in secondary schools. Principles of second language acquisition. State and federal laws pertaining to the education of English learners. 440F Supervised Fieldwork in Secondary Schools (2) Prerequisite: admission to the Single Subject Credential Program. Concurrent enrollment in Ed Sec 440S. Ten-week practicum (120 hours, Monday - Thursday) in observation and participation in secondary schools. Must be taken Credit/No Credit. A B (3.0) or better is required to receive a grade of credit. 440S General Pedagogy of Secondary School Teaching (4) Prerequisites: admission to Single Subject Credential Program and Ed Sec 340. Concurrent enrollment in Ed Sec 440F. Interrelationship of pedagogical theory and practice, presented in collaboration with local districts. Classroom management, instructional planning, assessment of student learning, engaging all students and teacher professionalism. Must be taken Credit/ No Credit. A B (3.0) or better is required to receive a grade of credit. 442 Teaching in the Secondary School (3) Prerequisite: admission to Single Subject Credential Program. Concurrent enrollment in Ed Sec 449E. Strategies and techniques for teaching a specified subject in the secondary school. Must be taken Credit/No Credit. A B (3.0) or better is required to receive a grade of credit. May be repeated once for credit. Departmental offerings are: Art Ed 442 Teaching Art in the Secondary School. Ed Sec 442 Teaching Business in the Secondary School. Ed Sec 442M Teaching Foundation Level Mathematics in the Secondary School. Ed Sec 442S Teaching Social Science in the Secondary School. English Ed 442 Teaching English in the Secondary School. FL-Ed 442 Teaching Foreign Languages in the Secondary School. Kinesiology 442 Teaching Physical Education in the Secondary School. Math Ed 442 Teaching Mathematics in the Secondary School. Music Ed 442 Principles and Methods of Teaching Music in the Public Schools. Science Ed 442 Teaching Science in the Secondary School. Theatre Ed 442 Teaching Theatre in the Secondary School. 566 SECONDARY EDUCATION

20 449E Externship in Secondary Teaching (3) Prerequisite: admission to Single Subject Credential Program. Concurrent enrollment in Ed Sec 442. Eight-week practicum (120 hours, Monday - Friday) in co-teaching in secondary schools. Must be taken Credit/No Credit. A B (3.0) or better is required to receive a grade of credit. Students sign up for the appropriate departmental offering from the following: Art Ed 449E, Ed Sec 449E, English Ed 449E, FL-Ed 449E, Kinesiology 449E, Math Ed 449E, Music Ed 449E, Science Ed 449E or Theatre Ed 449E. 449I Internship in Secondary Teaching (10) Prerequisites: successful completion of Ed Sec 440S, 440F, 442, and 449E. Concurrent enrollment in Ed Sec 449S. Eighteenweek practicum (270 hours, M-F) in full-time student teaching in a specific single subject in a secondary school. Must be taken Credit/ No Credit. A B (3.0) or better is required to receive a grade of credit. Departmental course offerings are: Art Ed 449I, Ed Sec 449I, English Ed 449I, FL- Ed 449I, Kinesiology 449I, Math Ed 449I, Music Ed 449I, Science Ed 449I or Theatre Ed 449I 449S Seminar in Secondary Teaching (3) Prerequisites: successful completion of Ed Sec 440S, 440F, 442, and 449E. Concurrent enrollment in Ed Sec 449I. Student teaching in a single subject in secondary schools. Taken Credit/No Credit. A B (3.0) or better is required to receive a grade of credit. 460 Teaching Assessment Seminar (3) Prerequisites: Ed Sec 442 and concurrent enrollment in Ed Sec 449I and 449S. Capstone course includes finalization of Teaching Assessment Documentation (TAD) and documentation of proficiency in California Teaching Performance Expectations required for recommendation of Level I Single Subject Teaching Credential. Offered Credit/No Credit only. A B (3.0) or better is required to receive a grade of credit. 499 Independent Study (1-3) Prerequisites: senior or graduate standing, approval of instructor and department. Conduct an individual investigation under supervision of a faculty member; investigation might be an experiment, a library study or a creative project; only students of demonstrated capacity and maturity will be approved; adequate prerequisite study necessary. 501 Introduction to Graduate Studies (1) A prerequisite to the MSE in Secondary Education designed to prepare entering graduate students to develop their study plan and identify pressing issues in secondary education. Students must have capacity for electronic communication, including , attachments and web courseware. May be taken before or during the first semester. 502A New Teacher Induction, Assessment and Support, Year 1 (1) Prerequisite: concurrent participation in Induction Program. Preparation and professional development for new teachers in accordance with the California Standards for the Teaching Profession. Utilization of California formative Assessment and Support System for Teachers model. Focus on CFASST Events 1-2. (Same as Ed El 502A) 502B New Teacher Induction, Assessment and Support, Year 1 (2) Prerequisites: Ed Sec 502A and concurrent participation in Induction Program. Preparation and professional development for new teachers in accordance with the California Standards for the Teaching Profession. Utilization of California Formative Assessment and Support System for Teachers model. Focus on CFASST Events 3-6. (Same as Ed El 502B) 502C New Teacher Induction, Assessment and Support, Year 2 (1) Prerequisites: Ed Sec 502B and concurrent participation in Induction Program. Preparation and professional development for new teachers in accordance with the California Standards for the Teaching Profession. Utilization of California Formative Assessment and Support System for Teachers model. Focus on CFASST Events 7-8. (Same as Ed El 502C) 502D New Teacher Induction, Assessment and Support, Year 2 (2) Prerequisites: Ed Sec 502C and concurrent participation in Induction Program. Preparation and professional development for new teachers in accordance with the California Standards for the Teaching Profession. Utilization of California Formative Assessment and Support System for Teachers model. Focus on CFASST Events (Same as Ed El 502D) 504 Advanced Proficiency in Educational Technologies (3) Prerequisites: Ed Sec 304 or equivalent; candidate must have been issued a preliminary single subject credential. Theoretical basis and strategies for improving teaching and learning in secondary school classrooms through multimedia technologies. Utilization of technology for curricular, instructional and assessment purposes to support all students in learning. Meets the Professional Teacher Induction Program Technology standard. (Same as Special Ed 504) 506 Graduate Studies in Secondary School Writing (3) Prerequisite: graduate standing. Current issues, theory and practice regarding the teaching of writing in secondary schools (grades 6-12). Candidates actively and continuously write as they learn about ways to foster the writing development of secondary school students. 522 Family, Community and Professional Partnerships (3) Effective teaching practices in working with diverse student populations so as to promote equal learning opportunities. Overview of successful community collaboration with service providers, business leaders, policy makers and parents. Complex diversity of families and teaching situations. Importance of partnerships with professional agencies concerned with adolescents. One or more sections offered online. 524 Assessing Student Learning (3) Pre- or corequisite: Ed Sec 535. Methods of assessing and evaluating student academic achievement in the secondary schools. Improving student performance and aligning assessment with goals and learner characteristics. Designing instruments and focusing on assessment strategies that promote equal learning opportunities. One or more sections offered online. SECONDARY EDUCATION 567